CHAPTER 3

PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

This chapter covers the findings of the research, analysis of the findings, and a

synthesis of the results. This chapter provides information on the Lived Experience of

teachers in teaching Inclusive Education in New Normal.

THEMATIC ANALYSIS

Review and analysis of all data resulted in several themes that resounded

throughout the participant responses. These themes were: Impact of New Normal,

experience of Teachers, and attitudes and beliefs towards inclusion. A detailed

explanation of each, along with participants’ thoughts and words, is included in this

section.

THEME 1: IMPACT OF NEW NORMAL

This theme resounded throughout the data review. The pandemic has reshuffled

our needs, which are now based on a new order. Whether of short or medium duration,

will it end in a return to the “normal” or move us into an unknown future? Žižek

contends that “there is no return to normal, the new ‘normal’ will have to be

constructed on the ruins of our old lives, or we will find ourselves in a new barbarism

whose signs are already clearly discernible” (Žižek 2020). The theme of impact of new

normal involves four subthemes: Positive effects, negative effects, face-to-face

interaction and online/modular learning.

 A. POSITIVE EFFECT

The common response of the participants when asked them about the

positive effect of new normal. The new normal education taught the student to

learn by their own or self-learning and due to the new normal there was a family

bonding.

“Nagiging independent sila na turuan ang kanilang sarili .” –Maam Lirio

(They become independent to educate themselves).

“So ngayon maeexperience na nila then, nagkakaroon sila ng close family ties.”

- Maam Lirio

(So now they can experience then, they have family ties)

B. NEGATIVE EFFECT

The participants shares same experience about negative effect of new normal

in teaching and learning process. The negative effect of new normal is that the

teaching-learning process is force to used technologies such as gadgets, internet

connection. Not everyone can afford to buy such technologies it turns to be the

causes why teachers struggles in teaching the students properly specially those

students that are need an assistance.

“minsan walang pang load, kahit may load, internet connection naman tapos

iyong pang loload nila pambibili na lang nila ng mga kailangan nila sa bahay

like mga pag kain ganoon.”

 (Sometimes they don’t have money to buy a load, sometimes even if there is a

load they troubled in the internet connections. Instead of loading, they just buy

the things they need at home like meals like that).

“Tapos wala silang gadget, walang budget sa kwan, pag nagkukumustahan kami

...mga not more than 15 ang nakakameet dun sa kwan sa groupchat.” –Maam

Lirio

(Then they don’t have gadgets, then don’t have a budget for kwan, when I meet

them in group chat not more than 15 people can attend)

“Parang guilty kami na di kami nakakapagturo ng mabuti ganun, nagiguilty din

kami.” –Maam Sonia

(We feel guilty that we can’t teach them well like that, we also feel guilty).

C. FACE-TO-FACE INTERACTION TO NO FACE-TO-FACE INTERACTION

The respondents compare the things that they do before new normal and now

in the new normal. According their shared experience there are so many things they

can do before than now, in new normal when it comes to teaching. Several respondents

gave the things that they can do before. Only the parents is the one who they can

interact in getting the modules of their child.

“sa face to face kasi kagaya ng sinabi ko kanina na may actual talaga na

pagtuturo nasasabi mo talaga na uhh kagaya nung math ano yung example ko

na naman is math pag sa math oh pag halimbawa hindi naman pwedeng sabihin
na oh one plus one ganito, may process naman siya .So habang inaano namin

ang bata naiintidihan nila yung steps kung paano gamin yun o naman pwedeng

sabihin na oh ganito yung sagot oh hindi mo naman pwedenpara makuha nila

yung tamang sagot, kagaya ng five plus three ganun hindi mg sabihin yun may

mga process siya para makuha mo yung tamang sagot niya ehh pag sa.. tapos

pag hindi pa din nila maintindihan masasabi nung bata mayron kaming uhm…

anong tawag dun meron kaming oo interaction sa mga bata na nasasabi nila na

madam hindi naming naintindihan pwedeng I’explain pa yung ganun ehh.”-

Maam Marivic

(In face to face, because as I said before, there is actual teaching, you can really

say that uhh, like when it comes to math, what is my example? there is a

process. So while we are taking care of the child, they understand the steps on

how to use it or you can say that oh this is the answer oh you can't let them get

the right answer, like five plus three so they can't say that there is a processes to

get,you gave him the right answer.. then if they still don’t understand, they can

say when we were a child we have uhm… what do you call that?)

“Sa face to face interaction naman kapag pumupunta sila ng school para

kumuha ng mga modules they follow the protocols na mag suot ng face mask,

face shield and then they maintain social distancing.” - Maam

(In face to face interaction, when they go to school to take modules, they follow

the protocols to wear a face mask, face shield and then they maintain social

distancing).
 C. MODULAR LEARNING

The responses of the participants revealed that the students struggled to answer

their modules because sometimes the instruction they don’t understand and so many

activities that should be answer.

“oo sabi ko naman sa mother tongue “ ah itext niyo ako o icall niyo ako kahit

picturan niyo tapos isend niyo sa akin the explain ko”. Then, meron din iyong

instances na nag-online kami iyong mother tongue ang inansweran namin kasi

doon sila nahihirapan” –Maam Lirio

(Yes, I said in the mother tongue" ah text me or call me even if you take a

picture and then send me I will explain ". Then, there are also instances where

we went online with your mother tongue, we answered because that's where

they have a hard time).

“kung minsan daw napapagod iyong bata nagtatantrums. Sabi nila sa dami daw

ng aansweran nila iyon kaya kung minsan napapagod na daw sila sabi ng mga

feedback din ng mga parents”. – Maam Lirio

(sometimes the child gets tired some of them have tantrums. They said that

because of many activities that they need to answer, sometimes they get tired,

feedback from the parents).

Based on the data gathered, all of the response of the participants when talk

about the situation they give extensions in submission of modules.

 Meron extension, kapag sinabi nilang “hindi pa namin tapos.” –Maam Pobelen

(There's an extension, when they say "we're not done yet.")

THEME 2: EXPERIENCE OF TEACHER

This theme resounded throughout the data review. The participants of this

study was asked questions regarding their experiences. The theme of experiences of

teacher involves four subthemes: communication, meeting the student needs,

challenges encountered by teacher and parent-teacher collaboration. According to

Glasser’s Theory it can be reflected and recognizing the key guiding principles for the

teachers who teach inclusive education in new normal in creating strategies for the

teaching-learning process. These may include strategies or practices such as allowing

the individual to participate in their own learning process, personalizing instruction, and,

perhaps most importantly, relating new content to prior experiences.

A. COMMUNICATION

The teacher and parents is communicating through messenger or call if they

have concern about the module of their children.

“Sa communication naman namin between my pupils and the parents lalo

ngayon new normal hindi pwede ang face to face interaction we communicate

through message and calls kung may katanungan sila.” –Sir Randy
 (In our communication between my pupils and the parents, especially now that

is new normal, we can’t communicate face-to-face through messages and calls if

they have questions.)

B. MEETING STUDENTS NEEDS

The teacher have the responsibility to meet the individual needs of the students

with or without disability to meet the individual needs of the students with or

without disabilities. Students get their needs by online and modular learning.

“Oo kasi nga, wala din naman kaming online kasi. Kaya talagang bigayan lang

ng modules tapos sa pagbibigay lang ng mga reading materials. Iyon lang talaga

naibibigay naming tulong sa kanila.” –Pobelen Tropia

(Yes, we are not online either. So by giving modules and reading materials is the

only way we can help them.)

C. CHALLENGES ENCOUNTERED BY TEACHER

There are a lot of problems faced by teachers including checking of modules

because of late passing and passing of knowledge to the parents as the current

teacher of pupils at home. Because some parents can’t understand well the

instruction then the pupils study will be affected and that is why it is also

included in challenges encountered by teacher.

“Ah iyon iyon iyong kwan namin. Then iyon nga sa checking din ng mga

modules kasi hindi kagaya noon na hindi pa pandemic eh di syempre sa

hapon machecheck namin agad mga activities nila. Ngayon natatambakan

 kami kasi iong pagsauli nila. Then ganun din sa paggawa ng mga kwan mga

activities nila tapos hindi namin sila natututukan masyado.” –Maam Lirio

(“Ah that’s our kwan. Then in checking modules unlike before we can check it

in the afternoon, now were so loaded because we can’t check it on time

because of some late passers. The same thing in activities and we can’t pay

attention to them.”)

“Isa o dalawa palang ang hinahawakan nilang bata, nagrereklamo na ang

mga parents, na ang hirap daw pati na iong ano, lalo na iyong, hindi naman

lahat ng parents is nakatapos eh.” –Ma’am Cecil

(They are holding one or two children, the parents are complaining, that it is

difficult for them to teach their children especially not all parents are college

graduate.”)

D. PARENT-TEACHER COLLABORATION

In facing this pandemic the parents and teachers need to collaborate for the pupil’s

sake and progress. One of topic to be discussed by them is the weakness of the

students to come up with a new strategy.

“Sa collaboration naman is okay naman nakiki-cooperate naman ang mga parents

para i-guide ang kanilang mga anak sa mga modules nila.” - Sir Randy

(When it comes collaboration, parents are cooperating by guiding their children in

their modules.)
 “Pag time na ano na pagkuha na nila ng mga modules, sinasabi namin sa kanila

pero kapag may internet connection naman sila, pag nagtatanong sila doon sa

grouphat namin kasi may kanya-kanya kaming groupchat, iba sa pupils, iba sa

parents, sinasabi namin yung mga problems dun sa mga parents, ganun din sa

kanila, kapag may technical problem naman dun sa modules.” - Maam Sonia

(When it’s time for them to get the modules, we tell them but when they have an

internet connection, when they ask questions in our groupchat because we have our

own group chat, different from pupils and parents, we tell those problems to the

parents vice versa when there is technical problem in modules.)

THEME 3: ATTITUDES AND BELIEFS TOWARDS INCLUSIVE EDUCATION

This theme resounded throughout the data review. The pandemic has changed

the attitudes and beliefs of the inclusive education teachers, which are now based on a

new normal education. The attitudes and beliefs towards inclusive education of new

normal involve three subthemes: strategies employed, character/role of inclusive

education teacher, and perception toward inclusion in new normal.

A. STRATEGIES EMPLOYED

The common response of the participants when asked them about the

strategies employed of new normal. The teacher had been giving activities and

reading materials through online for the students even though they were in their
houses to improve their learning. And also teachers gave activities sheet or modules

and conducted online classes for some students.

“Giving them activities and reading materials, and then I see to it if what are

their weaknesses. I give them activities based on their weaknesses. I send their

material through our group chats. And sometimes I’m calling them through

messenger, I make them read and I will listen to them. I always ask them if their

parents are helping them in their activities” -Maam Marivic

“Sa strategies na ginawa ko sa mga bata we are making our own activity sheets

to be given to the pupils, sa online class naman namin kasi nag conduct naman

ako ng online class e may mga may gusto din ng online class ang ginagawa ko

nag kwekwento ako sa mga bata ginagamitan ko ng mga pangalan nila para

just to catch up their attention then story telling like gagawa ako ng kwento na

maaliw sila para di naman laging dead air para naman tatawa sila tapos yung

mga outputs din nila sinesend nila via group chat namin and then kapag may

mga katanungan naman sila maari silang magtanong through call and chats.” –

Sir Randy

(For the strategies that I had made for the children, we are making our own

activity sheets to be given to the pupils, in our online class, I conducted those

children who wanted an online class, what I do is I’m narrating to my pupils, I’m

using their names to catch up their attention then story telling like I will create a

story that comfort them so that there is no dead air that they seem to laugh then
 their outputs will be sending via our group chat and then when they have

questions they can ask through call and chats.)

B. CHARACTER/ROLE OF INCLUSIVE EDUCATION TEACHER

The common response of the participants when asked them about the

character/role of inclusive education teacher is about having patience. They said that

teachers must have the patience especially in handling students with special needs in

new normal.

“PATIENCE talaga, hindi yong wala lang talaga, wala ka lang matatanggap na

ganon a supplies, mag-aalburuto ka na. Patience lang.”

(Patience,it's not that you really don't have anything, you just don't receive such

supplies, you're going to get upset. Just patience.)

“Number one is patience kailangan mahaba talaga ang pasensya kasi may mga

hindi natin inaasahan na mga problems na pumapasok when it comes to activity

sheets. Minsan din makukulit ang parents kailangan natin sagutin mga

katanungan nila sa abot ng makakaya natin.”

C. PERCEPTION TOWARD INCLUSION IN NEW NORMAL

The respondents asked if they believed that in spite of new normal could

inclusive education be successful. Four (4) out of six (6) respondents agree that

inclusive education will be successfully in spite of pandemic.

“oo naman kasi ahh sa mga kwan sa mga bata naman meron naman silang iba’t

ibang ability kasi. Oo kahit may problema sila sa mental nila or sa physical nila

syempre human din sila.” -Maam Lirio

(Yes because of kwan of the children, they have a different ability. Yes even if

they have problem in mental or in physical, of course they were also a human.)

“Inclusive? Kapag inclusive kasi special needs. Kailangan yan ng interaction, so

depende iyan sa caregivers nila kung paano nila iyon gagawin. Pero magiging

successful siya kapag may interaction talaga. Mahirap talaga lalo na kung wala

kang knowledge. So siguro ang recommendation is hindi lang iyong SPED

coordinator ang magkaroon ng seminar. Kasi for sure bawat mga guro mae-

encounter nila.” – Maam Pobelen

(Inclusive? When it comes to inclusive it refers to special needs. They needed an

interaction, so it depends to their caregivers if how they do it. But it would

successful if there is interaction. It is hard if you don’t have any knowledge. So

maybe the recommendation is not only the SPED coordinator to have a seminar.

Because for sure each of the teachers will encountered them.)

“oo naman basta may tulungan. Oo naniniwala pa rin ako. Ano uh kwan kasi

naisip ko kasi na sa mga experience na ganoon maraming bata ang kawawa,

maraming bata ang nangangailangan ng pagmamahal ng magulang, ng mga

tao sa environment nila. Iyong mga neglected na mga bata, meron pa iyong

ano iyong syempre may mga bata na lalo na kung mga madudungis iyog

mga ganoon, iyong mga unwanted na mga bata.” – Maam Marivic

 (Yes if there has teamwork. Yes I believe on it. What uh kwan I think because of

the experiences like many children is pitiful, many children needed the love of

their parents, the people in their environment. Those neglected children, also

there are still have what of course children that is especially if they are dirty

something like that, those unwanted children.)

“Oo kahit na new normal ano magiging successful pa rin kasi may mga tranings

naman kami eh na virtual seminars para mapaunlad na rin yung education ng

mga bata. Para kahit may pandemic hindi na rin mapapabayaan ang pag-aaral

ng mga bata, so iyon yung mina'master namin.” –Maam Cecil

(Yes even if it’s new normal what will still be successful because we have

trainings eh virtual seminars to improve the education of children. So that even if

there is a pandemic, children’s education will not be neglected, so that’s what we

are mastering.)

While the two respondents has different perspective. One (1) respondent stay at

neutral while the other one says she didn’t believe.

“Kasi pandemic ih so hindi siguro. Kasi hindi ko mareach yong mga bata na

iba na halos kalahati lang ng klase ko ang nakakacomply ng pagkuha ng mga

ano, nang mga updates.” –Maam Sonia

(Because of pandemic I do not think so. Because I cannot reach the other children,

almost half of my class can comply with getting what, of updates.)

 “Hindi ko masabi, kasi nga more on contacts kasi talaga ang kailangan dyan.

Halimbawa face to face between the learner and the teacher kasi kapag

kwan naman maraming mga factors na gaya ng sabi ko kanina kahit na

gustuhin mo man makipagcommunicate sa kanila limited iyong gadgets

minsan walang pang load kahit na may load internet connectivity. So

maraming mga kwan iyan pero hindi ko sinasabing hindi siya magiging

successful, so it’s between the neutral na lang.” –Sir Randy

(I can’t say, because more on contacts that are really what is needed. Example,

face to face between the learner and the teacher, because there are a lot of

factors like what I said earlier even if you wanted to communicate to them, they

had a limited gadgets, sometimes they don’t have load even they had a load

they had troubled in internet connectivity. So lot of kwan but I’m not saying it

won’t be successful, so it’s between the neutral.)